Today's society is constantly impacted by numerous scientific and technological activities
that need to be problematized, understood and resolved. Therefore, it is necessary to teach
science in basic education to develop these required skills. Thus, this research aimed to
understand and analyze the contributions of the Problem Based Learning (PBL)
methodology guided by the Science, Technology and Society (STS) approach for the
development of scientific education purposes and for decision making, from a pedagogical
experience in high school. This study is of qualitative nature according to Bogdan and
Biklen (1994) of the exploratory type (MARCONI; LAKATOS, 2018), which took place in
a private school in a peripheral neighborhood of Belém, Pará, with 12 students from the
first year of high school. The experience took place through a sequence of socio-scientific
issues (SSI) that dealt with the topics, anabolic and cancer, and which were resolved
through an adaptation of the PBL methodology. The main instruments used to compose the
data were the researcher's personal notes and the transcriptions of the video recordings of
the students' presentations during the resolution of the SSI. The main results were: the
mobilization of biology concepts articulated with technological, social, ethical, political,
economic and legal aspects; collaborative learning; and decision-making aimed at the
community. And from these results, it is clear that it is possible to infer that the STS
approach articulated to PBL has the potential to develop, in high school, the purposes of
scientific education focused on scientific literacy, training for citizenship through the social
use of scientific and technological knowledge.
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